The Role of Intrinsic Motivation and the Satisfaction of Basic Psychological Needs Under Conditions of Severe Resource Scarcity

2017 ◽  
Vol 28 (6) ◽  
pp. 822-828 ◽  
Author(s):  
Marieke Christina van Egmond ◽  
Andrés Navarrete Berges ◽  
Tariq Omarshah ◽  
Jennifer Benton
Keyword(s):  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Resource Scarcity ◽  
Basic Psychological Needs

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

scholarly journals Supervisory Practices for Intrinsic Motivation of Doctoral Students: A Self-determination Theory Perspective

10.28945/4415 ◽  
2019 ◽  
Vol 14 ◽  
pp. 581-595 ◽  
Author(s):  
Vijay Kumar ◽  
Amrita Kaur
Keyword(s):  
Intrinsic Motivation ◽  
Doctoral Students ◽  
Well Being ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Doctoral Studies ◽  
Supervisory Practices ◽  
Doctoral Candidates

Aim/Purpose: The quality, degree of effort and persistence required in doctoral studies can be sustained through intrinsic motivation. Despite the critical role of motivation, studies that examine ways to promote doctoral students’ motivation are lacking. This study, drawing on the self-determination theoretical (SDT) framework, aims to offer advice for supervisory practices to facilitate the satisfaction of three basic psychological needs- autonomy, competence and relatedness of doctoral students’ motivation. The focus was on the experiences of the doctoral candidates who participated in this study. Background: Prior studies have established that creating environment and ways that lead to satisfaction of three basic psychological needs are capable of producing optimal outcomes. Based on that assumption the current study explores the ways in which supervisory practices lead to satisfaction of the three needs. Methodology: The study adopted a qualitative approach and used the experience sampling method to collect data from 11 full-time doctoral students from a research-intensive university in New Zealand. In total, 72 entries that captured students’ real-time psychological experience of supervision in a repeated manner were used to analyse the data. Contribution: It proposes theory driven practices/guidelines for supervisors to adopt for effective supervisory practices for intrinsic motivation of doctoral students. Findings: Thematic analysis guided by the research question revealed that to have students experience autonomy support the supervisors must respect students’ research interest, encourage self-initiation, and be amenable to changes suggested by the students. To have students experience the feeling of competence, the supervisors carefully need to consider the quality, mode and time of feedback and provide students with optimal challenge level. Finally, to facilitate students’ need for relatedness, the supervisors should offer personal and professional support to students and look after their emotional well-being. Recommendations for Practitioners: This study highlights the need for supervisors to acknowledge the role of need satisfaction and mindfully adopt the practices to facilitate the satisfaction of the three needs for the intrinsic motivation of the doctoral students. Recommendation for Researchers: The researchers should consider the psychological health and well-being of doctoral students for persistence and successful completion of their studies. Impact on Society: The study can help improve doctoral studies completion rates as well as produce doctoral candidates with a positive and healthy disposition for future workforce. Future Research: The current study relies only on students’ self-report data. In future inclusion of data from supervisors of their own practices would enhance the quality of findings. Additionally, an analysis to chart changes in students’ experiences over time would provide a deeper understanding of the effect of supervisory practices.

scholarly journals Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

2020 ◽  
Vol 17 (11) ◽  
pp. 4169 ◽  
Author(s):  
Sebastián Fierro-Suero ◽  
Bartolomé J. Almagro ◽  
Pedro Sáenz-López ◽  
José Carmona-Márquez
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Mediation Model ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Psychological Need ◽  
Effect Of Support

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

scholarly journals Pay for Individual Performance: Aiding or Harming Sustainable Intrinsic Motivation?

2020 ◽  
Vol 12 (16) ◽  
pp. 6322
Author(s):  
Sara Cabanas ◽  
Teresa Proença ◽  
Mauro Carozzo-Todaro
Keyword(s):  
Empirical Study ◽  
Intrinsic Motivation ◽  
Online Survey ◽  
Psychological Needs ◽  
Individual Performance ◽  
Compensation System ◽  
Basic Psychological Needs ◽  
Consulting Firms ◽  
Positive Effect

This study aims to understand the effect of pay for individual performance (PFIP) on employees’ intrinsic motivation. Although several studies have analyzed this relationship, until now, the role of satisfaction with variable rewards has not been considered. It was hypothesized that employees who are satisfied with variable rewards would find in PFIP a source of feedback that would contribute to the satisfaction of their basic psychological needs. An empirical study was conducted with 184 professionals working in human resource consulting firms. Data were collected using an online survey, and the PROCESS macro for SPSS was used to analyze the proposed hypotheses. The results indicate that, in this context, PFIP has a direct positive effect on intrinsic motivation. It also has an indirect positive effect, which is partially and sequentially mediated by satisfaction with variable rewards and satisfaction of basic psychological needs. Employers should emphasize the informational nature of rewards, and also seek alignment between the objectives of the compensation system and employee expectations and values. The present findings broaden our understanding of how a PFIP system influences a sustainable intrinsic motivation.

scholarly journals Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile

2018 ◽  
Vol 15 ◽  
pp. 11 ◽  
Author(s):  
Cesar A. Orsini ◽  
Vivian I. Binnie ◽  
Jorge A. Tricio
Keyword(s):  
Academic Performance ◽  
Intrinsic Motivation ◽  
Self Esteem ◽  
Psychological Needs ◽  
Study Strategies ◽  
Dental Students ◽  
Basic Psychological Needs ◽  
Cluster Solution ◽  
Controlled Motivation ◽  
Motivational Profiles

Purpose: To determine dental students’ motivational profiles through a person-centred approach and to analyse the associations with the satisfaction of their basic psychological needs, study strategies, academic performance, self-esteem, and vitality. Methods: A total of 924 students from the University of San Sebastian (Chile) participated in this cross-sectional cor¬relational study in spring 2016. Data were collected through 5 self-reported instruments, in addition to students’ academic performance. The Cronbach alpha, descriptive statistics, and correla¬tion scores were computed. A k-means cluster analysis with intrinsic and controlled motivation was conducted to identify different mo-tivational profiles. Subsequently, multivariate analysis of covariance controlling for the effects of gender and year of study was carried out to assess differences among the retained motivational profiles and learning variables. Results: All instruments showed acceptable Cronbach alpha scores. A 4-cluster solution was retained for the motivational profile over a 3- or 5-cluster solution. Students’ motiva-tional profiles were characterized by different degrees of intrinsic and controlled motivation. The high intrinsic motivation groups showed higher perceptions of their basic psychological, a greater propensity for a deep rather than surface study strategy, better academic performance, and higher scores for self-esteem and vitality than the low intrinsic motivation groups, regardless of the degree of controlled motivation. Conclusion: Students with a high intrinsic motivation profile, regardless of their controlled motivation scores, reported better learning characteristics. Therefore, special attention should be paid to students’ motivational profiles, as the quality of motivation might serve as a basis for interventions to support their academic success and well-being.

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